What Professional Development Practices Support The Successful Integration Of Technology Within A Standards-Based Educational (SBE) System

<p>The purpose of this quantitative study was to explore the relationship between K-12 teachers’ current technology skill level, their self-efficacy as teachers, and their attitude toward changes required to integrate 21st-century technologies into their classrooms. Twenty-five members of the teaching staff from a rural School Department in Maine participated. This study describes the following: (a) What is the relationship between teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom? (b) What is the relationship between teachers’ current self-efficacy towards using technology, and their capacity towards integrating 21st-century technologies in the classroom? and (c) What components of professional development, measured through survey data, are required to support change and prepare teachers to successfully integrate 21st-century technologies in the classroom? This study evaluated data from two different needs-based professional development surveys that were designed to gather individual teacher input about their technology learning needs and which were correlated to formulate a hypothesis on teacher attitudes and current practices. Relevant organizational data was collected within the School Department. This study utilized a descriptive, quantitative method employing a non-experimental design that studied the phenomena of attitude toward change. The educational research was conducted for the purpose of describing and planning improvement related to a teachers’ current skills/ability using technology and their attitude towards integrating 21st-century technologies in the classroom. Using a Likert scale, variables within the cross-sectional surveys were identified and measured carefully to identify trends in the data.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2015

Author dc:creator

• Green, Richard A.

Contributors dc:contributor

• Carol Holmquist
• Michelle Collay
• Michael Cormier

• Educational Administration and Supervision
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods
• Teacher Education and Professional Development

Repository record dc:identifier

https://dune.une.edu/theses/31

OAI identifier oai:identifier

oai:dune.une.edu:theses-1030